ICT in Education: Harnessing Technology to Improve Educational Outcomes Vanessa Pittard, Director, e-Strategy. With Professor Jean Underwood, University of Nottingham “There is now a growing body of evidence of the very real impact of technology on both formal and informal learning.
ICT in Education: Harnessing Technology to Improve Educational Outcomes
Vanessa Pittard, Director, e-Strategy
Moving on from ‘the old debate’.
The problem with deep cultural revolutions is that ‘impact’ can be subtle and complex.
General impact: pupil use for subject learning
Harrison et al (2003) ImpaCT2 - ICT and Pupil Attainment,
Comparison of higher/lower users of ICT for subject learning (median split).
‘Relative gain’ = gain of higher users of technology relative to PIPS and YELLIS prediction
After controlling for KS3 results...
The availability of a computer at home is significantly positively associated with KS4 scores: around 14 GCSE points (equivalent to 2 GCSE grades) and 5.8% reduction likelihood of playing truant at age 16.
Losingaccess to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment, and a 5.3% increase in the probability of playing truant at age 16.
Gaining access to a computer is associated with 10 GCSE points and a 4.3% reduction in the probability of playing truant at age 16.
Institute of Fiscal Studies (2009) Analysis of LSYPE data
The importance of school ‘e-maturity’
The ICT Test Bed: 2002-2006
The extent to which ICT is part of school leadership and management and integral to teaching and learning.
Secondary schools who have improved their e-maturity demonstrate greater improvement in:
KS4 % of A*-Cs
KS3 average point scores,
School absence rates (lower),
KS 3-4 value add
This controls for a range of school factors, including % of pupils receiving free school meals (disadvantage) and prior pupil performance
(Butt and Cebulla, 2006)
Changing practice: IWBs in primary schools
“A consistent finding across all data is that the length of time pupils have been taught with an interactive whiteboard is the major factor that leads to attainment gains.
…when teachers have had sustained experience (around two years) of using an interactive whiteboard, they are able to change their teaching practices to make best use of its facilities”
Somekh et al (2007) Evaluation of Schools Whiteboard Expansion Project, DfES/Becta
Supporting practice: broadband in schools
Underwood et al (2005)
Accelerated Learning Cycle
Example - readiness for school: Executive attention
Diamond and Posner computer-based listening training for pre- and early school students
ICT strategies for improving schools:
Hollingworth et al., 2008.
ICT strategies for narrowing the gap:
Underwood et al (2009)